You are here:

A Pilot Study to Assess the Impacts of Game-Based Construction Learning, Using Scratch, on Students' Multi-Step Equation-Solving Performance
ARTICLE

,

Interactive Learning Environments Volume 26, Number 6, ISSN 1049-4820

Abstract

This study examined the effects of students' construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students' equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.

Citation

Chiang, F.k. & Qin, L. (2018). A Pilot Study to Assess the Impacts of Game-Based Construction Learning, Using Scratch, on Students' Multi-Step Equation-Solving Performance. Interactive Learning Environments, 26(6), 803-814. Retrieved November 17, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords